Anseo.net – If I were the Minister for Education
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- 296
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- cada dos semanas
- Último episodio
- 3 Nov 2026
Sobre el podcast
How many times have you said to yourself, "If I were the Minister for Education…?" Well I do! Rather than grumble to myself, I decided to podcast my thoughts on ways I'd change the primary education system in Ireland. Every episode I'll take on a different theme, give some background and hopefully come to some conclusions by the end.
Episodios 296
Interview 42: Randall Klein (Early reading specialist)
This week I meet early reading specialist and Montessori-trained teacher Randall Klein about making early reading playful and motivating. Klein explains the “science of reading” as research that supports …
Notas del episodio
This week I meet early reading specialist and Montessori-trained teacher Randall Klein about making early reading playful and motivating. Klein explains the “science of reading” as research that supports instruction moving from sound and speech to print and symbol, beginning with phonemic awareness and mapping letter sounds (not names) to pictures. He outlines a simple sequence: isolate beginning sounds, teach alphabet sounds in small clusters through varied games, then move to decoding with pictures and letter tiles, progressing from three- and four-letter words to sentences and decodable texts, emphasising repetition and practice at school and home. He describes adaptable classroom centres, digital Zoom versions of his games, the role of rhyming and audiobooks for vocabulary, and when to refer struggling readers to specialists such as Orton–Gillingham. He calls for accountability in curricula and teacher knowledge of children’s alphabet and decoding skills, and offers free resources, a PDF of games, a website, and contact details.
Randall Klein Bio
Randall Klein is an early reading specialist and longtime Montessori educator who helps children ages 3–7 build the foundational skills they need to read with confidence. His work centers on one simple but powerful idea: when a child is struggling, the problem is usually specific, and instruction should be just as specific. Rather than using a one-size-fits-all approach, Randall looks closely at where a child is in the reading process and matches practice to the exact skill that needs attention next.That perspective shaped the Klein Method of Early Reading Mastery, his sequence of skills and hands-on practice activities designed to move beginning and struggling readers toward early reading success. Randall’s approach focuses on the building blocks that matter most in the earliest years of reading: phonemic awareness, alphabet knowledge, decoding, and word identification. He specializes in translating the Science of Reading into practical strategies that teachers and parents can actually use with real children, not just in theory.Randall also brings a distinctive teaching model to the conversation: he teaches young children to read via Zoom. He says online tutoring creates more opportunities for repetition, practice, and game-based learning, while also allowing for a wider range of activities than many in-person settings. That makes his work especially relevant for families and educators looking for effective early reading support across distances, including children around the world.Through Early Reading Mastery, Randall has created a body of materials that includes workbooks, worksheets, literacy centers, instructional videos, a visual catalog of games, and the Klein Method tutorial. His products include Sounds, Letters, Words, Sentences, and Numbers, and his early reading workbooks are available on Amazon.com. He also offers a free consultation for parents seeking help with early reading skills.Randall’s professional mission is rooted in structure, repetition, and developmentally appropriate instruction for Pre-K, Kindergarten, and at-risk learners. In his own words, his goal is to build a “well-defined sequence of skills and practice activities” that helps children move successfully toward reading mastery. He emphasizes that with the right sequence and hands-on materials, educators can increase reading readiness before first grade and reduce reading failure among first graders.In the broader early literacy landscape, Randall’s work speaks directly to the growing demand for systematic, explicit reading instruction. He is focused on the gap between reading theory and classroom practice, especially for teachers and parents who need concrete tools they can use immediately. His teaching materials and demonstrations are designed to make foundational literacy skills visible, repeatable, and easier to implement with young children who need more support.Randall is also an experienced presenter and professional-development speaker on beginning and struggling readers, and his work is especially well suited to video podcast interviews because he can demonstrate instructional strategies, games, and activities on camera. For hosts looking for practical, high-value content on how children actually learn to read, Randall brings a clear point of view, a hands-on framework, and a strong visual teaching style
Download some free reading games from Randall Klein00:00 Welcome and Setup01:34 Meet Randall Klein03:00 Reading as Play05:05 Science of Reading10:30 Skills Sequence19:12 Games and Zoom22:19 Classroom Adaptations25:27 Early Start and Rhymes30:00 Dyslexia and Referrals34:42 Policy and Accountability39:05 Resources and Contact42:16 Closing Thanks
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribeUnconvention: Special Education Podcast
After three months focused on special education, I recap debates on routes into special education teaching, SNA issues (including the 72-hour proposal), professional development and respect, special …
Notas del episodio
After three months focused on special education, I recap debates on routes into special education teaching, SNA issues (including the 72-hour proposal), professional development and respect, special classes/schools, and flawed SET allocation models. I highlight how “choice” often means simply finding any available place, and argue placements must be explainable, reviewable and judged by children’s lived experience—learning, participation, attendance, wellbeing and belonging—rather than “a bum on a seat”. I outline disagreements about specialist provision versus full inclusion (including concerns about a New Brunswick-style model without supports), raise risks around diagnosis and proposed placement criteria, and conclude that a dedicated convention on special education and urgent, independent reviews of allocation and training are needed.
The full report can be found here:
Summary of Podcast
00:00 Convention Kickoff00:57 Podcast Format Explained02:26 Special Education Recap05:35 Rethinking Choice08:37 Placements And Transitions13:46 Inclusion Debate19:21 Need For Bigger Forum20:51 Teacher Learning And Training23:49 Allocation Models Mess27:43 Diagnosis And Safeguards30:35 Minister Takeaways37:08 Closing Thanks
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribeInterview 41: Aoife Hughes (ADHD Coach)
In this episode of If I Were the Minister for Education, I speak with Aoife Hughes, a professional ADHD coach and educator, during ADHD Awareness Month. Aoife shares her story as a late-identified ADHD and …
Notas del episodio
In this episode of If I Were the Minister for Education, I speak with Aoife Hughes, a professional ADHD coach and educator, during ADHD Awareness Month. Aoife shares her story as a late-identified ADHD and autistic woman, her experiences in school and a 20-year teaching career shaped by anxiety, change, and burnout, and how she moved into ADHD coaching after training in the US. She explains ADHD coaching as life coaching through the lens of ADHD, using a strengths-based approach and partnership rather than prescribing strategies. We discuss barriers for neurodivergent teachers, missed ADHD in girls, masking as “bracing” and its impact on learning, and practical classroom supports like movement and thinking tools. Aoife questions tick-box “ADHD-friendly” labels and argues for whole-community neuro-affirming education grounded in neuroscience, and says that as minister she would train policymakers, school leaders, staff, parents and pupils on neurodivergence, trauma, disability, poverty and racism.
* Website: Aoife Hughes Coaching
* Newsletter Subscription link: https://learn-ahc.mykajabi.com/signup
* ADHD Starter Kit for Parents: ADHD Support for Parents | Starter Kit - (adult one launching soon)
* IG / FB @aoifehughescoaching
* ADHD Webinar Series with Wexford Education Centre: April 2027: Welcome to Wexford Education Centre (2) - Welcome to Wexford Education Centre, Ireland
00:00 Welcome and Podcast Intro01:48 Meet Aoife Hughes03:05 From Teaching to Coaching09:10 What Is ADHD Coaching13:45 Neurodivergent Teachers16:43 Masking and ADHD Girls25:02 Making Classrooms Neuroaffirming30:25 Do School Supports Help34:32 Beyond ADHD Friendly Labels37:32 Are Schools Fit for Purpose41:51 Minister for a Day43:21 Where to Find Aoife44:40 Final Reflections and Wrap
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribeInterview 40: Ronan McGovern
In this episode of If I Were the Minister for Education, I speak with Ronan McGovern about ADHD and its impact in Irish primary and secondary schooling. Ronan outlines his education and career path from Dublin …
Notas del episodio
In this episode of If I Were the Minister for Education, I speak with Ronan McGovern about ADHD and its impact in Irish primary and secondary schooling. Ronan outlines his education and career path from Dublin to accounting, King’s Inns, PwC New York and an MBA at Stanford, where a classmate identified ADHD traits and he later received a diagnosis at age 34. He reflects on being held back in school by inattention, note-taking difficulties, a need to move, and negative experiences including corporal punishment, while also recognising teachers who focused on him as an individual. Drawing on work with Stanford’s Neurodiversity Project, he discusses universal design, the overlooked creativity of neurodiverse people, and internships as a practical inclusion strategy. Ronan shares approaches that would have helped him learn Irish: video, rhythm and sound, plus explicit grammar and structure; and recommends voice-to-text supports and mindfulness, alongside early diagnosis and intervention.
00:00 Welcome and Overview
00:47 Meet Ronan McGovern
01:42 Career Path to Stanford
03:39 Late ADHD Diagnosis
05:59 School Years Revisited
10:23 Coping and Sensory Needs
12:27 Universal Design in Schools
14:22 Why Support Lags Behind
16:23 Stanford Research Takeaways
19:06 Creativity and Neurodiversity
21:27 Famous ADHD Role Models
22:35 Why Leaders Stay Quiet
23:27 Famous Neurodiverse Founders
24:36 Learning Irish With ADHD
25:28 Teach Through Sound First
26:26 Grammar Patterns Matter
29:18 Book And Classroom Fixes
30:55 Early Intervention In Schools
32:07 If I Were Minister
33:09 Tech Ideas For Classrooms
35:00 Where To Follow And Wrap Up
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribeInterview 39: Removing Diagnosis for Special Education with Debbie O’Neill
In this episode, I speak with Debbie O’Neill, principal of Scoil Eoin in Crumlin about Department-level proposals to remove diagnosis as a criterion for access to special classes and special schools, replacing …
Notas del episodio
In this episode, I speak with Debbie O’Neill, principal of Scoil Eoin in Crumlin about Department-level proposals to remove diagnosis as a criterion for access to special classes and special schools, replacing it with a needs-based model relying on school-written reports assessed by an unnamed independent body. We discuss the context of a reported 257% rise in children requiring classroom support alongside only a 7% increase in SET hours since 2017, and the implications for resourcing systems linked to diagnosis (SERC). We compare international examples cited in documents (Portugal, New Zealand, Denmark and England), contrasting wraparound in-school clinical supports abroad with limited Irish provision, and warning of New Brunswick’s failed rapid inclusion approach. We outline actions for teachers and principals through unions and patrons, and long-term requirements including smaller class sizes and adequate clinical staffing.00:00 Podcast Intro00:33 Support Needs Surge01:47 Debbie Joins02:43 Removing Diagnosis05:18 How It Works Now06:24 New Needs Model09:34 Resource Reality Check11:37 SERC Allocation Risks13:50 Full Inclusion Push16:36 New Brunswick Fallout19:14 Portugal Done Right23:24 Wraparound Services Gap25:49 In School Therapy Myth29:00 Why Now Money Motive30:47 Inclusion Driven by Money33:04 Patrons Sold a Story34:20 UK Model Falling Apart35:27 Denmark Numbers and Resources38:26 New Zealand Framework Lessons41:52 What Teachers Can Do Now46:20 Making Inclusion Work Long Term49:56 Final Call to Action
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribeA Very Alternative Budget 2027
In this week’s podcast I focus on Budget 2027, outlining an alternative primary education budget and arguing that annual measures like capitation increases, extra teachers, and more SNAs prop up a flawed system …
Notas del episodio
In this week’s podcast I focus on Budget 2027, outlining an alternative primary education budget and arguing that annual measures like capitation increases, extra teachers, and more SNAs prop up a flawed system rather than changing it. After summarising Sinn Féin’s proposals (additional teachers, special education staff, SNAs, higher capitation and allowances) and the Social Democrats’ plans (free education measures, lower ratios, counselling access, prefab phase-out, meals expansion), I propose a 15-year transformation towards a publicly managed system built around local education authorities, removing patron bodies. Key ideas include the State paying schools’ utilities, insurance, cleaning and procurement; moving to maximum class sizes; reforming school meals through localised, simplified, on-site preparation; embedding wraparound services in schools (counsellors, social workers, nurses, therapists) via expanded training; ensuring public capital spending creates public assets by increasing State ownership of school buildings; funding implementation of the primary school survey; piloting the model in one county; and properly paying all education staff while aiming for two adults per classroom.
00:00 Welcome and Subscribe
01:39 Budget 2027 Preview
02:33 Beyond the Usual Budget Questions
03:56 Opposition Education Pledges
06:53 A 15 Year Transformation Plan
07:38 Local Education Authorities Vision
09:20 State Pays School Bills
15:54 Fixing Class Size Rules
20:02 Rethinking School Meals
25:07 Rethinking School Meals
26:11 Wraparound Support Teams
28:41 Training the Workforce
30:30 Who Owns School Buildings
34:07 Funding Survey Changes
37:13 Pilot Local Authorities
40:04 Scaling the New Model
43:09 Pay and Classroom Assistants
44:15 Stop Piecemeal Fixes
45:34 15 Year Vision Wrap Up
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This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribeUnconvention: Patronage Report Stage 1
In this first report on patronage, I introduce my Unconvention fringe to the Convention on Education, where I gather public responses and research (using AI to help collate and draft) into reports and podcast …
Notas del episodio
In this first report on patronage, I introduce my Unconvention fringe to the Convention on Education, where I gather public responses and research (using AI to help collate and draft) into reports and podcast episodes; this second report focuses on school patronage. I explain that patronage is not merely historical but gives patrons major power over boards of management and school ethos, including faith formation during the school day, within a system where 88.3% of primary schools are Catholic and only 5.5% are multi-denominational. I explore how admission reform since 2018 does not resolve unequal daily experiences for children of other faiths or none, and I challenge “parental choice” as unrealistic and often prioritised over children’s rights, especially in rural areas with one school. Emerging recommendations include separating admission from ethos reform, defining a minimum entitlement for every child, measuring children’s experiences, testing a state-run local school model with optional after-school faith formation, and explaining patronage clearly; I end with key unanswered questions about opting out, consistency, pupil views, survey choices, and protecting minority faith rights.00:00 Convention Kickoff00:57 Podcast Format Explained02:38 Patronage Question Raised05:35 What Patronage Means07:24 How Schools Operate11:27 Parental Choice Debate15:29 Rights Over Whims17:13 Reframing The Debate21:29 AI Recommendations26:45 Unanswered Key Questions28:47 Wrap Up And Next Steps
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribeInterview 38: Ciara O'Connor Walsh
In this episode, I speak with Ciara O’Connor Walsh, Creative Director at youth mental health charity A Lust For Life, about the transition from primary to secondary school. We discuss how practical worries …
Notas del episodio
In this episode, I speak with Ciara O’Connor Walsh, Creative Director at youth mental health charity A Lust For Life, about the transition from primary to secondary school. We discuss how practical worries (lockers, timetables, getting lost) often mask deeper concerns about belonging, relationships, peer judgement, bullying, puberty and identity, especially in the move from small primary schools to larger secondary schools. Ciara outlines signs a young person may be struggling, including headaches, tummy pains, sleep issues, tearfulness, irritability, withdrawal, defiance and difficulty concentrating, and stresses noticing early changes and starting honest conversations. We explore what schools can do to build safety and belonging, and Ciara introduces Rising Minds, a 10-lesson first-year programme using evidence-based approaches and skills for emotions, self-compassion, relationships and loneliness, alongside calls for protected wellbeing time and better support pathways.00:00 Back to School Feelings01:47 Meet Ciara O’Connor Walsh03:57 Why Transition Is Huge07:06 Big Schools Big Impact08:12 Common First Year Worries11:13 Spotting Struggle Signs18:01 How Schools Build Belonging21:41 Resilience Not Sink Swim24:47 Rising Minds Explained29:11 Loneliness And Social Skills31:42 Minister For A Day36:46 Support Pathways And CAMHS38:47 Where To Find Resources40:09 Wrap Up And Unconvention
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribeInterview 37: Noel Davidson
I welcome Noel Davidson to the podcast to discuss entrepreneurship education and practical problem-solving in Irish schools. Noel shares his own education and career journey from horticulture into starting …
Notas del episodio
I welcome Noel Davidson to the podcast to discuss entrepreneurship education and practical problem-solving in Irish schools. Noel shares his own education and career journey from horticulture into starting businesses and becoming Head of Training and Strategic Partnerships at the Entrepreneurs Academy, arguing that programmes like the Junior Entrepreneur Program (primary) and the Student Enterprise Program (post-primary) build confidence and life skills such as creativity, communication, resilience and learning from failure. We discuss why these human skills matter even more alongside AI, which Noel frames as a tool that should save time but cannot replace empathy or leadership. Noel highlights student success stories, including Anthony’s Wooden Crafts, and introduces First Bell (firstbell.ie), a new Irish app launching this September to help schools source substitute teachers more efficiently than phone calls or WhatsApp, with location-based matching, cascading preferences and GDPR-aware design. I close by inviting listeners to anseo.net’s Unconvention.
We’ve developed a course that makes sense of the revised primary curriculum and shows you how to enact it over the next two years and beyond. As a thank you for being a member, you are welcome to use it for free if you pay an annual licence. Simply get in touch with your details and we’ll get you signed up. (schoolpolicy.ie/cpd)
Are you interested in making sense of the revised primary curriculum and enacting your whole school plans over the next two years? We’ve developed a course to do just that. More information on schoolpolicy.ie/cpd or upgrade your account for free access.
00:00 Welcome and Purpose01:16 Meet Noel Davidson03:07 Noel’s Education Journey05:13 Mentors and First Business08:02 What JEP and SEP Teach10:00 Entrepreneurship in the AI Era13:02 Student Success Stories15:59 First Spell Origin Story19:46 How First Spell Works22:03 WhatsApp Limits and GDPR25:32 Launch Details and Access26:53 Minister for a Day29:29 Failure and Ken Robinson33:40 Wrap Up and Unconvention
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribeInterview 36: Grace Brennan
In this episode of If I Were the Minister for Education, I speak with Grace Brennan, founder of Higgle, about process-driven visual arts and creative thinking in primary classrooms. Grace shares her education …
Notas del episodio
In this episode of If I Were the Minister for Education, I speak with Grace Brennan, founder of Higgle, about process-driven visual arts and creative thinking in primary classrooms. Grace shares her education journey from County Wexford to art and design studies and entrepreneurship supported by Enterprise Ireland and local programmes, and reflects on how third-level art opened her mind to experimentation and careers. We discuss how art can become outcome-focused “cookie cutter” work influenced by social media, often because teachers lack training and time to explore materials, and why this can harm children’s creativity and confidence. Grace explains Higgle as a digital prompt generator that supports open-ended, cross-curricular art problems adaptable to available materials and diverse classroom needs, and she outlines her EPV courses for teachers.00:00 Welcome and Art Chat01:24 Grace Brennan Journey03:35 Simon Art Teaching Roots04:56 Mentors and Creativity07:57 Leaving Cert Art Reality09:03 Fixing Cookie Cutter Art16:31 Why Art Foundations Matter20:00 STEAM and New Curriculum22:55 What Is Higgle24:47 Inside the Prompt Generator26:12 Pencil and Paper Challenge27:45 Minister for a Day30:32 Where to Find Higgle31:52 Final Thanks and Wrap
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribeInterview 35: Eithne Walsh
I was delighted to meet Eithne Walsh, CEO of Féach Vision Support Services, to talk about improving supports for blind and visually impaired children in Irish mainstream schools. Eithne shares how her two …
Notas del episodio
I was delighted to meet Eithne Walsh, CEO of Féach Vision Support Services, to talk about improving supports for blind and visually impaired children in Irish mainstream schools. Eithne shares how her two children gradually lost their sight and how low expectations and limited expertise in schools pushed her to advocate for practical planning, expanded core curriculum skills, and assistive technology so her children could become independent learners. She explains Féach’s evolution from parent peer support into a charity offering school guides, webinars, SNA and teacher training, low vision awareness workshops, and VR immersive training, now supporting hundreds of schools. They discuss slow policy change, gaps in AT training, key recommendations from Féach’s access reports, and why braille remains essential for literacy alongside modern technology.
00:00 Welcome and Guest Intro
01:24 Eithne Story and Diagnosis
03:00 School Expectations Shift
05:13 Building Independence Skills
06:28 Why Féach Exists
07:32 Féach Services and Training
10:47 Mainstream Progress and Gaps
13:20 Assistive Tech Push
17:49 Why Policy Moves Slowly
23:08 Toolkits for Teachers
24:16 Age-Appropriate Tech Skills
24:36 Typing Progression Plan
25:36 Audit Tools and Live Resources
26:55 North-South Training Collaboration
30:13 Annual Report Key Recommendations
33:07 AI and Accessible Tech Advances
35:55 Why Braille Still Matters
38:58 Big Questions for Education
41:42 How to Contact Feach
43:09 Closing Thanks and Wrap-Up
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribeEducation Unconvention: Reading 1
Education Unconvention: Big Questions About ReadingI introduce the Education Unconvention as a fringe-style, discussion-based subset of my podcast, designed to complement and sometimes challenge the Convention …
Notas del episodio
Education Unconvention: Big Questions About ReadingI introduce the Education Unconvention as a fringe-style, discussion-based subset of my podcast, designed to complement and sometimes challenge the Convention on Education by sharing progress and inviting contributions online. The first theme is reading, explored through debates about Reading Recovery, UFLI, and dyslexia, alongside reading schools and reading classes. I describe tensions between research evidence and teachers’ lived experience, including questions about independent Irish evaluation of Reading Recovery and what should replace it if flaws are found. Teachers praise UFLI’s structure and results, while others caution against treating any programme as a silver bullet. On dyslexia, contributors argue for either specialists, stronger teacher knowledge, or expanded specialist provision, raising wider questions about inclusion. Across all topics, recurring themes include time, resources, workload, training, disadvantage, home literacy, and defining what success in literacy should look like.00:00 Welcome to Unconvention02:20 Why Reading Matters05:05 Reading Recovery Debate07:43 Research Versus Experience10:37 What Counts as Evidence15:12 UFLI Takes Off18:07 Program Hype Cycle23:33 Dyslexia Mainstream Reality25:36 Mainstream or Specialist26:54 Highest Need Critique27:36 Expertise Without Roles29:13 Every Teacher Dyslexia30:51 Reading Classes Debate31:54 Inclusion What Means34:14 Bigger System Questions36:10 Curriculum Time Squeeze38:19 Home Factors Screen Time40:09 Unconvention Ethos Wrap
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribeInterview 34: Patty McGee
In this episode of If I Were the Minister for Education, I speak with US educator, consultant and author Patty McGee about transforming grammar teaching away from dry worksheets and red-pen correction towards …
Notas del episodio
In this episode of If I Were the Minister for Education, I speak with US educator, consultant and author Patty McGee about transforming grammar teaching away from dry worksheets and red-pen correction towards inquiry, curiosity and delight, connected to real writing. Patty explains how traditional grammar instruction can create discomfort and inequity, and reframes grammar as a tool for communicating with clarity and connection, noting differences between spoken, book and standard grammar and how grammar evolves. She shares practical classroom experiences: brief, frequent sessions using talk in partnerships, comparing concepts (such as simple and compound sentences), explicit instruction with accessible language (like FANBOYS), hands-on manipulatives for playful practice, and reflection to consolidate learning. We also discuss Ireland’s evolving curriculum, trust in teachers, and Patty’s wish to bring literacy practices to schools, as well as her view that literacy should be defined as meaning-making and sharing voice.
00:00 Welcome and Teaser
01:22 Meet Patty McGee
02:24 Ireland Connection
03:17 Why Grammar Gets Hated
05:54 Beyond Grammar Police
08:00 Teachers and Discrete Grammar
11:46 Three Buckets of Grammar
14:09 Playful Grammar Experiences
19:23 Irish Curriculum Reflections
21:30 Workshops and School Support
24:50 Trust and Respect in Education
26:51 Minister for a Day
29:26 Where to Find Patty
30:44 Final Thanks and Sign Off
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribeInterview 33: Gavin Doyle
In this episode of “If I were the Minister for Education”, I interview Gavin Doyle, a Dublin secondary teacher and founder of Examinaite, about AI and technology in education. Gavin describes his path from …
Notas del episodio
In this episode of “If I were the Minister for Education”, I interview Gavin Doyle, a Dublin secondary teacher and founder of Examinaite, about AI and technology in education. Gavin describes his path from teaching and high-level basketball to software development after time in San Francisco, and explains Examinaite’s aim to reduce teacher workload through a bank of 25,000 Leaving Cert past questions with AI-supported marking, feedback, progress tracking, and generation of new differentiated mock questions, with potential for printable resources. They discuss using AI to tailor learning to pupils’ interests, varying tech access in primary schools, and tools like NotebookLM and Claude for turning long texts into podcasts and creating engaging resources. They address concerns about AI cheating, limits of AI detection, assessment changes, and suggest more in-person exams, oral work, and teaching responsible, gradual AI use. Gavin also outlines “Craicathon”, a Gaeilge-focused hackathon at Dogpatch Labs with projects like Irish sign language translation, Irish-friendly venue maps with phrases, and an Irish-event rating app, and shares views on AI driving more personalised education and the importance of grit, resilience, and open-mindedness.00:00 Welcome and Subscribe00:47 Meet Gavin Doyle01:51 Gavin’s Teaching and Tech Journey04:15 AI for Teachers Explained06:33 Cutting Admin and Corrections07:41 Examinaite for Leaving Cert Prep11:12 Primary Tech Reality Check12:04 Personalised Learning and New Questions16:13 AI Makes Coding Accessible18:28 Irish Language Tech Hackathon25:25 Creative Classroom AI Tools26:35 AI for Learning Styles27:09 NotebookLM Classroom Magic28:02 Claude Quizzes and Websites29:42 Cheating and Detection Limits32:25 AI Proof Assessment Ideas33:30 Teaching Responsible AI Use35:15 Internet to AI Parallels37:09 Personalisation and COVID Shift38:30 Alpha School Future Model42:23 Minister for Education Vision44:36 Future Skills Grit Resilience48:16 Wrap Up and Contact Info49:34 Host Closing Reflections
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribeLies, Damn Lies and School Patronage
In this episode of If I were the Minister for Education, I unpack the Department of Education’s primary school survey and the headline claim that 40% of parents in denominational primary schools would prefer …
Notas del episodio
In this episode of If I were the Minister for Education, I unpack the Department of Education’s primary school survey and the headline claim that 40% of parents in denominational primary schools would prefer their school to be multidenominational. I admit I was wrong to assume parents would simply vote for the status quo, and I argue this figure is a remarkable tipping point, especially given how quickly some commentators tried to minimise it by claiming it represents only 16% overall. I question why only partial statistics were released, warn how narratives harden before full data emerges, and describe how “cultural Catholics”, church bodies and the state all benefit from a system driven as much by convenience and control as belief. If I were Minister, I’d publish all the data fast and remove patronage as the dividing line to build one inclusive system.
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribeInterview 32: Dr. Ross Greene and Ruth Eadie
In this episode of If I Were the Minister for Education, I explore how behaviour support in Irish primary schools has shifted from corporal punishment to rewards and consequences, and now toward restorative …
Notas del episodio
In this episode of If I Were the Minister for Education, I explore how behaviour support in Irish primary schools has shifted from corporal punishment to rewards and consequences, and now toward restorative practice, nurture spaces, and Collaborative & Proactive Solutions (CPS). I’m joined by Dr. Ross Greene, founder of Lives in the Balance and author of The Explosive Child, Lost at School, and The Kids Who Aren’t OK, and by Ruth Edie, principal in Dublin 18 and a certified CPS trainer. We discuss CPS’s focus on solving the unsolved problems behind concerning behaviour through proactive, collaborative Plan B conversations, including the ASEP process and practical “drilling” strategies. We also compare CPS with restorative practice, address concerns about time and “letting kids off,” and share resources (livesinthebalance.org/ireland). I dedicate the episode to my late deputy principal Emer and HSE psychologist Toby.
00:00 Welcome and Overview
00:39 Behavior Shifts in Schools
01:59 Discovering CPS
03:10 Dedication and Intro
03:48 Meet Ross and Ruth
05:18 Ross Green Background
06:26 Ruth Eadie Journey
10:05 What Is CPS
13:14 ASEP and Unsolved Problems
15:06 Plan B Conversation
19:47 Drilling Strategies
21:09 When CPS Starts
22:49 Handling I Don’t Know
24:33 Ireland Context Setup
25:17 Piloting CPS in Ireland
25:50 Tribute to Toby and Emer
27:12 Restorative Practice vs CPS
29:16 What CPS Adds for Teachers
30:18 Finding Time for CPS
32:48 Common Pushback and Myths
35:56 Where to Learn CPS
38:05 Minister for a Day
41:48 Final Resources and Farewell
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribeInterview 31: Deirdre O'Toole
Deirdre O’Toole is one of Ireland’s best known educators. She started her well-known Instagram page in 2018 - the Playful Classroom, which explored early infant education - but had since become heavily involved …
Notas del episodio
Deirdre O’Toole is one of Ireland’s best known educators. She started her well-known Instagram page in 2018 - the Playful Classroom, which explored early infant education - but had since become heavily involved in teaching and learning reading. She took it upon herself to bring the Right to Read conference to Ireland and this will take place next weekend, 21st March 2026. All 400 tickets sold out in under 90 minutes.
Deirdre and I have never met in real life (that’s going to happen at the INTO Congress this year) but we first came across each other over 20 years ago on the Education Posts Forum, where many teachers of our vintage got their first taste of online discussions.
You can find Dee on Instagram, LinkedIn and Facebook and keep an eye out for resources from the Right to Read Conference.
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribeA Pause for Thought on SNA Allocations
In this episode of If I were the Minister for Education, I break down what happened after projected SNA allocations for the 2026/27 school year showed roughly 200 schools set to lose at least one Special Needs …
Notas del episodio
In this episode of If I were the Minister for Education, I break down what happened after projected SNA allocations for the 2026/27 school year showed roughly 200 schools set to lose at least one Special Needs Assistant: not due to cuts or clerical error, but because of how the national redistribution model works under a capped total.
I explain the background to the current situation, including the long period where schools largely held on to allocations since around 2017, the return of NCSE-led reviews from 2023 onward, and how this year’s broader round of reviews led to some schools being told they had more SNAs than the model allowed.
I talk through the predictable political cycle that followed: schools and parents mobilised, pressure built, the Minister “paused” the process, additional funding was announced (€19 million), and the government confirmed no school would lose an SNA this year. While I’m relieved for schools, principals and SNAs facing uncertainty, I argue that pausing-and-funding responses don’t fix the underlying pattern and that we’re likely to repeat the same crisis again.
I also say I feel sorry for the NCSE in this instance because they became the visible face of a policy they were implementing, and I argue the real issue sits higher up the chain. I then outline what I see as the structural problem: Ireland’s primary schools are publicly funded but privately managed individual entities competing for enrolment, staff and survival, while staffing supports (SNA posts and SET hours) are allocated through a national, projection-based redistribution model. I describe how redistribution creates concentrated losers and dispersed winners, making it politically fragile, and I connect this to the annual “cluster games” around SET allocations.
Finally, I set out the kind of structural change I think is needed: moving away from competition as the organising principle by exploring regional employment and local coordination through education authorities, because I don’t believe repeated annual firefighting counts as planning. I also reference additional writing and commentary, including an Irish Independent piece by Fionnan Sheahan and analysis by Ciara Reilly, and I point listeners toward my Substack articles for more.
00:00 Welcome and Subscribe
00:47 SNA Allocations Fallout
02:30 How the SNA Model Works
04:28 From Freeze to Reviews
07:59 Backlash and the Pause
09:11 Predictable Crisis Cycle
10:03 Relief and Real Stakes
12:19 Why NCSE Took the Heat
14:06 Schools Compete to Survive
17:09 Redistribution vs Competition
18:25 SET Cluster Games Parallel
22:42 Politics and Concentrated Anger
29:29 What Would Actually Change
33:16 Final Thoughts and Goodbye
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribeThe Story of the Primary Language Curriculum
In this episode of ‘If I Were the Minister for Education,’ I discuss the tumultuous journey of the Irish Primary Language Curriculum since its inception in 2016. I explain the confusing and unworkable nature of …
Notas del episodio
In this episode of ‘If I Were the Minister for Education,’ I discuss the tumultuous journey of the Irish Primary Language Curriculum since its inception in 2016. I explain the confusing and unworkable nature of the curriculum, which stemmed from panic-induced reforms after a minor dip in Ireland’s PISA scores in 2009. I highlight the chaotic development process plagued by bullying allegations and mass resignations within the NCCA. I describe the practical challenges teachers faced with the original curriculum’s complex and unmanageable format, likening it to an accordion. Despite efforts by the PDST to provide clarity, the curriculum remains inadequately understood and halfway implemented a decade later. I underscore the recurring patterns of vagueness and panic-driven educational reforms in Ireland, leaving teachers to navigate and adapt to these changes on their own.
00:00 Introduction to the Podcast
00:47 The Primary Language Curriculum: A Decade of Confusion
02:15 The Roots of the Curriculum Chaos
05:07 The PISA Panic and Its Aftermath
09:56 The Chaotic Development Process
15:13 The Unmanageable Curriculum Rollout
21:13 Teachers’ Struggles and Adaptations
23:55 Reflections and Future Concerns
27:08 Conclusion and Farewell
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribeThe most boring podcast you'll ever hear
I couldn’t think of a better title to this week’s podcast which is all about admin work. Unfortunately, the biggest change to my job in the last decade or two is the crazy increase in administrative work and …
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I couldn’t think of a better title to this week’s podcast which is all about admin work. Unfortunately, the biggest change to my job in the last decade or two is the crazy increase in administrative work and constant additions to my workload. My brain physically can’t hold it all so I decided to make it my aim to outsource my brain. This episode goes through some techy tools to help with admin. If nothing else, it will make a good sleeping aid.
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribeThe Anseo.net Review of 2025
In this episode I offer a comprehensive review of Irish primary education for the year 2025. I cover various educational policies, initiatives, and challenges, spanning teacher shortages, special education …
Notas del episodio
In this episode I offer a comprehensive review of Irish primary education for the year 2025. I cover various educational policies, initiatives, and challenges, spanning teacher shortages, special education crises, the hot meal scheme, religious influences in schools, and the controversial snow days. I discuss new policies introduced by the government, the effectiveness of the Department of Education, and the impact of external events like the conflict in Gaza on school environments. Despite the challenges, I’m, as always, cautiously optimistic for 2026!
00:00 Introduction and Podcast Overview
00:50 Annual Review of the Primary School Year
02:49 January: Snow Days and New Government
07:09 February: Controversies and Challenges
11:08 March: The Cluster Games and Special Education
16:37 April: Teacher Burnout and Financial Crisis
22:52 May: Religion in Schools Debate
26:45 June: End of School Year and ICT Grant
27:52 July: Teacher Shortages and National Convention
31:24 August: Secretary and Caretaker Strikes
34:44 September: Strike Lessons and Hot Meal Scheme
37:34 October: School Census and Budget
39:59 November: IPPN Conference and New Minister
41:44 December: Reflections and Looking Forward
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribeAI Explains the 2025 School Year
Every time I open Google’s NotebookLM, it gets better and better. The graphic above was created using the app and I think it did a good job of summarising the year in a single graphic.The podcast didn’t do a …
Notas del episodio
Every time I open Google’s NotebookLM, it gets better and better. The graphic above was created using the app and I think it did a good job of summarising the year in a single graphic.
The podcast didn’t do a bad job either though it fell into temptation a couple of times referring to issues at second level. However, all in all, I’m pretty pleased with it, and I’d love to know what you think.
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribeInterview 30: Amanda Jolliffe, Lead Microsoft Dream Space
In this episode of 'If I were the Minister for Education', I delve into the integration of AI in the Irish Primary Education System joined by Amanda Jolliffe, the lead of Microsoft Ireland's Dream Space, to …
Notas del episodio
In this episode of 'If I were the Minister for Education', I delve into the integration of AI in the Irish Primary Education System joined by Amanda Jolliffe, the lead of Microsoft Ireland's Dream Space, to discuss the influence of AI on education and the various innovative tools and programs offered by Dream Space. We explore how AI can assist both teachers and students, from lesson planning to creative learning activities. The discussion covers not only the benefits and applications of AI but also the importance of critical thinking, ethical use, and equitable access to technology in schools. The episode also highlights the significance of professional learning for teachers and forthcoming initiatives like a new Dream Space hub focused on skilling and cloud operation infrastructure.
More about Dream Space: https://dreamspace.microsoft.com/en-us/dreamspace/ireland
Oide AI Hub: https://www.oidetechnologyineducation.ie/ai-hub/
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribeWhat's the point of the Primary Ethos Survey?
In this episode of ‘If I Were the Minister for Education,’ I explore the recent survey conducted by the Irish Department of Education concerning primary school patronage. I also discuss the legacy left by …
Notas del episodio
In this episode of ‘If I Were the Minister for Education,’ I explore the recent survey conducted by the Irish Department of Education concerning primary school patronage. I also discuss the legacy left by former Minister Helen McEntee and give my initial thoughts on the new Minister Hildegarde Naughton. I raise questions about the survey’s efficacy, its democratic value, and its alignment with the constitutional rights of children. I provide a historical context on the secular roots of Irish primary education and argue for state-run, multi-denominational schools.
00:00 Introduction to the Podcast
00:31 A New Minister for Education
01:37 Legacy of Helen McEntee
02:30 The Primary School Ethos Survey
03:53 Survey Questions and Parental Choices
06:25 Critique of the Survey’s Purpose
09:08 Human Rights and Education
23:52 Historical Context of Religious Schools
26:25 Conclusion: The Need for Genuine Reform
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribeInterview 29: Debbie O'Neill (LIVE)
Debunking Myths in Special Education: A Live Discussion with Debbie O’Neill In the latest episode of ‘If I Were the Minister for Education,’ I welcome Debbie O’Neill, principal of a school for primary and …
Notas del episodio
Debunking Myths in Special Education: A Live Discussion with Debbie O’Neill In the latest episode of ‘If I Were the Minister for Education,’ I welcome Debbie O’Neill, principal of a school for primary and secondary students with mild general learning disabilities. This live podcast covers topics ranging from the special education system in Ireland, the challenges faced by special schools, and debunking common myths surrounding special education.
Key points include the lack of specialised resources and funding, misconceptions about inclusion, and the need for more support for students and staff. Debbie and I also discuss the importance of creating an environment where every student feels included and valued, regardless of their educational setting.
Timings: 00:00 Introduction and Welcome 01:45 Special Education Focus 02:17 Debunking Myths in Special Education 03:31 Debbie O’Neill’s Journey in Special Education 05:14 Challenges and Realities of Special Schools 11:45 Inclusion vs. Integration 17:02 Resource Allocation in Special Schools 29:32 Challenges in Special Schools 29:44 Resourcing Issues in Special Classes 30:25 In-School Therapy Program 32:45 Debunking Myths About Special Schools 33:29 Importance of Community in Special Schools 49:15 Special Schools and Extracurricular Activities 50:38 Final Thoughts and Future Plans
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribeGuidance on Artificial Intelligence in Schools
It was too obvious not to do it. Let AI summarise the Department of Education’s guidance. Sure, while I’m at it, I may as well use AI to create the show notes:Explore the safe, ethical, and responsible use of …
Notas del episodio
It was too obvious not to do it. Let AI summarise the Department of Education’s guidance.
Sure, while I’m at it, I may as well use AI to create the show notes:
Explore the safe, ethical, and responsible use of AI for primary educators and school leaders. We share practical examples, such as how a second class teacher can use Generative AI (GenAI) to create curriculum-aligned math activities, or how a fifth class teacher uses GenAI for visual support in Irish lessons. Learn strategies for integrating AI, including the essential 4P framework (Purpose, Planning, Policies, Practice). Remember to maintain human oversight and review all AI outputs for accuracy and bias. Resources like the DALI4US project support data literacy for primary teachers.
😱Eek… what about a summary using Notebook LM?
Woah! (Ignore the American spelling)
Artificial Intelligence in Schools: A Strategic Briefing
Executive Summary
This briefing synthesizes the core principles, practical applications, and strategic recommendations outlined in the “Guidance on Artificial Intelligence in Schools.” The guidance establishes a foundational framework for school leaders and teachers to navigate the integration of Artificial Intelligence (AI), particularly Generative AI (GenAI), into the educational landscape. It posits that while AI offers significant potential to support teaching, learning, and school administration, its adoption must be responsible, planned, and informed to mitigate inherent risks related to safety, privacy, bias, and academic integrity.
The central tenet of the guidance is the principle of human agency and oversight, asserting that AI should serve as a tool to complement and enhance, but never replace, the professional judgment of educators. A key strategic recommendation is the adoption of the 4P Approach (Purpose, Planning, Policies, Practice) as a practical framework for implementation. This approach advocates for aligning AI use with clear educational goals within a school’s digital learning plan, reviewing and updating existing school policies rather than creating new ones, and embedding critical, ethical practices into daily use. The document is designated as a “living document,” acknowledging the rapid evolution of AI and committing to ongoing review and updates based on emerging research, regulatory changes like the EU AI Act, and feedback from the school system.
Core Principles for Ethical AI Adoption
The guidance establishes a clear ethical framework for the use of AI in schools, grounded in seven key requirements for trustworthy AI. These principles are essential for ensuring that AI is deployed in a safe, fair, and effective manner.
1. Human Agency and Oversight
This is the cornerstone principle, emphasizing that AI systems must empower humans and operate under their control.
* The “Human in the Loop”: Educators must act as the final checkpoint, systematically reviewing and validating all AI-generated outputs for accuracy, bias, and reliability.
* Mitigating Risks: Human oversight is crucial for managing the risks of GenAI, which include:
* Hallucinations: Outputs that seem plausible but are factually incorrect.
* Bias: AI models can reflect and amplify biases present in their training data, potentially disadvantaging certain groups.
* Disinformation: The capacity of GenAI to rapidly create and scale misinformation.
* Decision-Making: AI should support, not replace, human judgment and decision-making, especially in high-stakes educational contexts.
2. Privacy and Data Governance
Protecting student and staff data is a critical compliance and ethical challenge.
* Confidentiality: Content used in a request to a GenAI tool is generally not confidential by default and may be used to train the model. All data provided should be considered public unless otherwise stated.
* Data Protection: The inputting of sensitive, proprietary, or personal data into AI systems should be avoided. All use must comply with GDPR.
* Anonymization: If data is properly anonymized and cannot be re-linked to an individual, it may not be subject to GDPR principles.
3. Technical Robustness and Safety
AI systems deployed in schools must be dependable, secure, and perform as expected.
* EU AI Act: The EU AI Act (2024) is the world’s first comprehensive AI law. It classifies some uses of AI in education as “high risk,” including systems for evaluating learning outcomes, assessing educational levels, or determining access to education.
* Safeguarding: AI introduces unique safeguarding challenges, such as the generation of harmful deepfakes (fake images or voices) and the potential for covert, widespread bullying.
4. Transparency
Building trust in AI requires clear communication about how and when it is being used.
* Shared Expectations: Schools should be transparent with students, parents, and the wider community about the use of GenAI to establish shared expectations.
* Age Restrictions: Many GenAI tools have minimum age requirements (e.g., 13, 16, or 18) and require parental consent for users under 18. Schools must verify and adhere to these platform-specific terms.
5. Diversity, Non-discrimination, and Fairness
AI tools must be carefully vetted to detect and mitigate inherent biases to ensure equitable outcomes for all learners.
* Due Diligence: It is vital for educators to review and validate AI-generated content to ensure it is accurate, appropriate, and does not perpetuate societal biases present in training data.
* Inclusion: AI should be used to support inclusive practices and Universal Design for Learning (UDL), ensuring all learners are appropriately challenged.
6. Societal and Environmental Wellbeing
The broader impact of AI must be considered as part of its responsible adoption.
* Environmental Impact: The AI lifecycle consumes significant natural resources, including energy and water, contributing to carbon emissions. Educators should consider if non-AI tools can achieve comparable objectives.
* Student Wellbeing: While AI can positively impact engagement, consideration must be given to potential negative impacts on physical and mental health. The EU’s Digital Services Act (DSA) and Better Internet for Kids (BIK+) strategy aim to create a safer online environment.
7. Accountability
Clear policies and roles are fundamental to fostering accountability and responsible AI use.
* Policy Foundation: Clear, accessible, and updated policies (such as the Acceptable Use Policy) help all stakeholders understand their roles and the consequences of misuse.
Practical Applications of AI in the School Environment
The guidance identifies numerous potential applications for AI across key domains of school activity, provided they are implemented within the ethical framework.
Domain
Potential Applications and Examples
Teacher Planning & Preparation
- Curriculum Design: Brainstorming ideas to embed literacy and numeracy into schemes of work.
- Resource Generation: Creating activity ideas for physical resources or generating images to accompany a story.
- Learning Design: Using AI analytics in quiz tools to identify gaps in student understanding and adjust lesson plans.
- Differentiation: Scaffolding materials, such as creating model conversations at varying complexity levels for language classes.Teaching & Learning
- Formative Assessment: Organizing student ideas from a brainstorming session into a mind map for group discussion.
- Personalized Learning: Creating reading passages on a single topic at different complexity levels to suit individual needs.
- Inclusion & UDL: Identifying differentiated activities and classroom supports for students on specific learning programs (e.g., L2LP).
- Resource Creation: Generating vocabulary lists, text summaries, and quizzes aligned with the curriculum.School Leadership & Management
- Strategic Planning: Summarizing documents to support school improvement planning or analyzing a resource inventory against the curriculum to identify gaps.
- Policy Development: Assisting in the drafting and review of school policies by summarizing …
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribeInterview 27: Rozz Lewis
I couldn’t think of a better guest than Rozz Lewis for this podcast interview about the new ERB subject in the curriculum, mainly because we talk about it endlessly in our house. Rozz is not only my wife, but …
Notas del episodio
I couldn’t think of a better guest than Rozz Lewis for this podcast interview about the new ERB subject in the curriculum, mainly because we talk about it endlessly in our house. Rozz is not only my wife, but she is one of the most knowledgeable people I know when it comes to this new subject and she is not afraid to hold back about her concerns as to how she thinks it could be more harm than good. I know I’m biased but I think you’ll be blown away by her thoughts on this less talked about new subject in the new curriculum. Rozz has also shared some links and resources, which you can find here:
* The little guide to teachers of ethical education https://school-education.ec.europa.eu/bs/teach/teaching-materials/little-guide-teachers-ethical-education
* Primary Religious Education-a new approach (Conceptual enquiry in Primary RE) by Clive Erricker( book)
* Teaching Religious Education by Julian Stern (book)
* Mastering Primary Religious Education by Maria James and Julian Stern (book)
* Educate Together’s Summer EPV course on Conceptual Enquiry based approach in Ethical Education
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribeSCABS: Are We Undermining the Strike Already?
In this episode, I explore the FORSA strike of school secretaries and caretakers, the glue of Irish schools. For over a century, their work has been underpaid, under-recognised, and taken for granted. Now, as …
Notas del episodio
In this episode, I explore the FORSA strike of school secretaries and caretakers, the glue of Irish schools. For over a century, their work has been underpaid, under-recognised, and taken for granted. Now, as they fight for pensions and parity, schools are left in vulnerable positions: keep schools open and potentially undermine the strike, or close them and face being the front page headline in the national media.
From the long, neglected history of these roles, to the government’s last-minute panic, to INTO’s vague advice and the silence of management bodies, this strike exposes how fragile schools really are. And the truth is uncomfortable: by keeping things running, many may have already become SCABS.
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribeInterview 26: Patrick Jackson, Picker Pals
Patrick Jackson is the CEO and Founder of Picker Pals World. The story goes that Patrick was walking his dog when he came across a seagull caught around the neck in some discarded fishing line. He managed to …
Notas del episodio
Patrick Jackson is the CEO and Founder of Picker Pals World. The story goes that Patrick was walking his dog when he came across a seagull caught around the neck in some discarded fishing line. He managed to free the distressed bird. The very next day, in the same place, he found a litter picker-upper. Patrick started litter picking. Every day.
Join me as I chat to Patrick about Picker Pals, the environment and how you can get involved in Picker Pals for your school. It’s not only one of the best and easiest things you could do, it might be one of the most important.
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribeWhat we can learn from the UK when it comes to religion in schools
I've been writing about religious control of schools for well over a decade now, and I found that people tend to throw the same arguments out to me every time I talk about it. And there's a lot and lots of …
Notas del episodio
I've been writing about religious control of schools for well over a decade now, and I found that people tend to throw the same arguments out to me every time I talk about it. And there's a lot and lots of different arguments out there. The most common of which I think. And I could be wrong on this one, but the one that I'm hearing most of all these days is the argument that parents want Catholic schools, to which I'm always wondering what parents are they talking about because I'm a parent and I know lots of parents who don't want their children being being formed in a faith that isn't theirs.
But that is not what I'm going to be talking about in this podcast, because another argument that I've heard and it gets thrown around, is Catholic schools internationally. And they often say that Catholic schools in England are well very sought after so we shouldn’t lose Catholic schools in Ireland.
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribe
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